School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education

4.00
Hdl Handle:
http://hdl.handle.net/2436/620253
Title:
School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education
Authors:
White, Robert; Shin, Tae Seob
Abstract:
The issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary schools in England. Data were collected using interviews, observations, and archived records. All data-sets suggest that a multicomponent socioculturally inspired program can have positive effects on teacher talk, student on-task behavior, and decrease disruptive incidences during class and office referrals for antisocial behavior. Moreover, according to participant reports, the findings indicate that there is a positive effect on the school’s ability to meet the social, emotional, and cognitive needs of pupils within a multicultural setting following the implementation of a whole-school character education program.
Publisher:
Taylor & Francis
Journal:
Multicultural Education Review
Issue Date:
Oct-2016
URI:
http://hdl.handle.net/2436/620253
Additional Links:
http://www.tandfonline.com/doi/full/10.1080/2005615X.2016.1237418
Type:
Article
Language:
en
ISSN:
2005-615X
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorWhite, Roberten
dc.contributor.authorShin, Tae Seoben
dc.date.accessioned2016-11-02T15:16:56Z-
dc.date.available2016-11-02T15:16:56Z-
dc.date.issued2016-10-
dc.identifier.issn2005-615Xen
dc.identifier.urihttp://hdl.handle.net/2436/620253-
dc.description.abstractThe issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary schools in England. Data were collected using interviews, observations, and archived records. All data-sets suggest that a multicomponent socioculturally inspired program can have positive effects on teacher talk, student on-task behavior, and decrease disruptive incidences during class and office referrals for antisocial behavior. Moreover, according to participant reports, the findings indicate that there is a positive effect on the school’s ability to meet the social, emotional, and cognitive needs of pupils within a multicultural setting following the implementation of a whole-school character education program.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/2005615X.2016.1237418en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectinclusive practiceen
dc.subjectcharacter educationen
dc.subjectsocioculturalen
dc.subjectprosocial development;en
dc.subjectantisocial behavioren
dc.titleSchool-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character educationen
dc.typeArticleen
dc.identifier.journalMulticultural Education Reviewen
dc.date.accepted2016-10-
rioxxterms.funderInternalen
rioxxterms.identifier.project021116RWen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-05-01en
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